Enhancing Teacher Competence: A Qualitative Exploration of Preschool Teachers' Knowledge and Skills in Supporting Children with Special Educational Needs

Abstract

Preschool teachers play an important role in identifying and supporting children with special educational needs (SEN) within inclusive preschool classrooms. As inclusive education continues to expand in Malaysia, preschool teachers are expected to address diverse learning needs while providing appropriate educational support. However, many teachers continue to experience challenges related to limited specialized training, classroom management, and access to professional support. This study aimed to explore preschool teachers’ knowledge, practical skills, challenges, and professional development needs in supporting children with special educational needs within preschool settings. A qualitative exploratory design was employed using purposive sampling. Semi-structured interviews were conducted with eight government preschool teachers who had direct experience in supporting children with SEN. The interview data were analyzed using Braun and Clarke’s thematic analysis framework. Four themes emerged from the analysis: knowledge and understanding of children with SEN, practical skills in supporting children with SEN, challenges in supporting children with SEN, and professional development and support needs. The findings showed that teachers possessed foundational knowledge and practical classroom skills; however, these competencies were developed mainly through teaching experience rather than formal specialized training. Participants also highlighted the need for continuous professional development, stronger institutional support, and greater collaboration among education professionals. The findings provide useful insights for policymakers, school administrators, and teacher educators in strengthening teacher preparation and improving inclusive preschool education.